Here's a valuable resource on content curation, "distilled" by the students of the DCurate MOOC lead Martin Couzins and Sam Burrough which organizes over 60 different articles, guides and tools on the topic.

This resources collection is presented in the form of a Pearltrees interactive map, organized into eight sections:

1. Why Do We Need Curators

2. What Is Digital Curation

3. Aggregation vs. Curation

4. It's All About Audience

5. How Do We Find Valuable Content

6. How Do You Decide What To Curate

7. Curation Tools

8. Contributions from participants

If you are new to content curation this is a good resource to bookmark and keep as a reference.

It's become fashionable to create Startups and use Developers. But anyone can start a business online, there are too many good tools around, and not only WordPress as the article suggests.

I built my site with SBI/Sitesell, and am very happy to see hundreds of visitors every day checking on funding information. SBI has many, many tools, all integrated in one package at $29.90/month or $299.00/year, less than a dollar a day. Take a look:http://www.sitesell.com/welcome23.html

As part of my job at the World Bank helping to advise governments on what works, and what doesn't, related to the use of new technologies in education around the world, especially in middle- and low-income countries, I spend a fair amount of time trying to track down information about projects -- sometimes quite large in scale and invariably described as 'innovative' in some way -- that were announced with much fanfare which received a great deal of press attention, but about which very little information is subsequently made widely available. Most of these projects prominently featured some new type of technology gear, whether low cost laptops for students or new ways to connect people in remote places to the Internet or low-power e-reader devices. Other projects featured new software (English learning apps for phones! Free science curricula for teachers! A learning management system that enables personalized learning!). A sub-set of these projects -- the really ambitious and 'visionary' ones -- combined both hardware and software, and a variety of services to support their introduction and use. I do this follow up for two very basic reasons: (1) I am generally interested in learning from these sorts of projects, wherever they may be happening; and (2) I am asked about them a lot. These conversations generally go one of two ways: "Whatever happened to that project in [fill in country name] -- how are things going there these days?" "Things are proceeding [well / not so well], and a bit more slowly than originally envisioned. Here's what you need to know ..." or, alternatively: "Can you give me an update on the exciting stuff that is happening with computers in schools in ___?" "You mean the ___ project? Actually, that never actually happened." "No, that's not true, I read that ---" "Yes, you probably did read that. You may well have heard about it during a presentation by [insert name of vendor] as well. But I assure you: I talk regularly with [the ministry of education / companies / NGOs / researchers] there: Nothing actually happened there related to this stuff in the past, and nothing is happening there related to this stuff now. Will something happen there in the future? Undoubtedly something will ... perhaps even something as potentially 'transformative' as was promised ... although whether it happens in the way it was originally marketed or advertised: Your guess is as good as mine." In retrospect, the rather short half-life of an unfortunate number of such aborted projects can largely be measured not by things actually implemented 'on the ground', but rather by PowerPoint presentations and press releases. (A rather charitable characterization of what happened in some such cases, but one that is not always or necessarily more accurate, might be that people were 'overly optimistic' or that someone or some group 'was simply ahead of her/their time'. Technology folks sometimes just dismiss such efforts as 'vaporware'.) When it comes to educational technology projects, most of the press attention tends to come when new initiatives of these sorts are announced, with some momentum continuing on for awhile in the early days of a project, especially when, for example, kids get new tablets for the first time, an occasion that presents a nice, and ready-made, photo opportunity (not that such things are ever conceived of as photo opportunities, of course!). Then, often: Silence. Projects that do get implemented, and last for awhile, tend eventually to be crowded out of the popular consciousness by the latest and greatest new (new!) thing -- and, when it comes to the use of technology in education, one thing can be certain: There is always a next new (new!) thing. (In addition to lots of press attention, the well-known One Laptop Per Child project was the subject of many papers and presentations from academics in the early days that were largely speculative -- e.g. here's what could happen -- and theoretical -- e.g. here's a pedagogical approach whose time has come. Only recently have we started to see more deliberative, rigorous academic work looking at actual implementation models, and what has happened as a result.) --- For me, the most interesting part of the use of technology in education isn't the planning for it (although I spend a lot of time helping people who do that sort of thing) nor the evaluation of the impact of such use (I spend a lot of time on that stuff as well). The most interesting part is implementation -- because it's so messy; because a fidelity to certain theoretical constructs and models often comes into rude collision with reality; because that's where you really *learn* about what works, and what doesn't, and what impact the whole enterprise may be having. How are kids, and teachers, actually using the stuff? What unexpected problems are people having -- and how are they being addressed? What is changing or happening that is interesting or surprising that wasn't part of the original plan, but which is potentially quite exciting? One place where things have actually happened related to technology use in education, and where they continue to happen, at a rather large scale, is Portugal. --- Back in 2012, we had a small event here at the World Bank that attempted to share some of the lessons learned from recent Portuguese experiences in introducing new technologies into the education sector (see Around the World with Portugal's eEscola Project and Magellan Initiative). The U.S.-based Consortium for School Networking (CoSN) released a report last month as a follow-up to a study visit to Portugal in late 2013. While written from a North American perspective and for a North American audience, "Reinventing Learning in Portugal: An Ecosystem Approach" provides a useful lens through which an outsider, regardless which continent she calls home, can start to take stock of some of the high level lessons from the ongoing Portuguese experience. (Side note: I would also be quite interested to read a companion report at some point that focuses on what went wrong in Portugal, and what changed as a result; I am a big believer in the power and value of learning from failure.) --- Countries interested in learning about the 'impact' of efforts to introduce and sustain the use of technologies to benefit education in Portugal might do well to understand the context of what has happened in Portugal, and the circumstances that may make it either unique, or a good comparator, to their own national circumstances. A quick review of what's happened in Portugal:

It seems the author is writing about another country, not Portugal. Regardless the fact that the Government ruling since 2011, has suddenly abolished all the projects mentioned in the post, if the author went to the schools, I fear that the positive picture he is proposing could not be sustained at all.

In this article, I will offer you an in-depth look at how you can integrate Micro-eLearning techniques into your eLearning course, in order to improve performance and provide your students or employees with the most beneficial eLearning course design.

There are a variety of benefits associated with Micro-learning, particularly in eLearning environments. In essence, micro-eLearning offers students and employees the opportunity to more easily absorb and retain the information that is being offered, by making lessons and course activities more manageable and “digestible”. Micro-eLearning is often referred to as “bite sized” education, because it breaks the educational process down into lessons that typically last no longer than a few minutes, and enable them to collect and recall course materials more efficiently and effectively.

There is so much to say on this topic and I've written about it numerous times before and recently.

Race Against the Machine: Andrew McAfee at TEDxBoston http://sco.lt/84lu8PAndrew McAfee was well known for coining the term "Enterprise 2.0" where he foresaw how social networks would transform the enterprise. Of course, social networks have an indirect effect on business top- or bottom-line. Being from move his insight into more "Core" or mission critical aspects of the organization. So he moved to the supply chain where, if you apply technology right, so can have a profound and rapid impact on the company's profit or market share or leadership. This is the purpose of his current work

New magazines focusses on supply chain digital transformation via @capgemini @didiebon http://sco.lt/8f8beDDigital Transformation- We Haven't Seen Anything Yet: 3 min video worth watching via @capgemini http://sco.lt/5YVBnV McAfee now works closely with Capgemini and this collaboration has led to research on digital transformation that is truly amazing (#1 in my digital transformation reference list). It provides hard data regarding the current state of digitization in corporations and some great examples of companies that have started their digital transformation.

Real-life Solutions that can be developed with @Grok http://sco.lt/5eUgCnFinally the idea that robots and automation are around the corner and that the next 10 years will bring so much more than what we expect can be traced back to the book the Singularity is Near which provides a compelling case for this exponential growth. I reference here work where technology now provides tools to perform human-like processing using simple algorithms based on the brain architecture.

Remote manipulation demonstrated by @mit via @MartinLessard (great french blogger in #mtl #lasphere) http://sco.lt/9MvWZlFinally I like the reference to the surgeons that perform tele-medecine. We often think of robots as being machines that perform repetitive tasks that eliminate humans from the equation. Although this may be true in certain cases (car manufacturing or the Google self-driving cars for example), in the short term there is much greater opportunities in enhancing human interactions and providing telepresence than there is in replacing humans. This is most probably what most of us will see in the next 10 years.

I was going to include these thoughts as part of my weekly reflection about using iPads in the classroom but the further my mind delved the more distant I seemed to get from the basic pedagogy which I was trying to record in those weekly posts.

Sharing your scoops to your social media accounts is a must to distribute your curated content. Not only will it drive traffic and leads through your content, but it will help show your expertise with your followers.

Integrating your curated content to your website or blog will allow you to increase your website visitors’ engagement, boost SEO and acquire new visitors. By redirecting your social media traffic to your website, Scoop.it will also help you generate more qualified traffic and leads from your curation work.

Distributing your curated content through a newsletter is a great way to nurture and engage your email subscribers will developing your traffic and visibility.
Creating engaging newsletters with your curated content is really easy.